汪喵星人的自白

每次看着那些萌萌的汪喵星人,内心总会变得一片柔软,不禁产生"我也好想抱养一只"的想法,但我也知道养这些萌宠就好比养孩子,责任重大,所以到最后也是想想而已,不过这也不妨碍我对这些萌系星人的喜爱。每次在街上或者在亲戚朋友家看到它们,总忍不住盯着它们看好久,有时它们也会回看我,那时我就会想,它们会不会在心里暗暗嘀咕"为什么这个怪阿姨一直盯着我,还在对我笑?"这样一脑补,感觉不能更萌啦!但同时,这也让我产生好奇:在这些可爱的猫猫狗狗眼里,这个世界是怎样的?我们这些人     

生命最后的馈赠

在中国,每年需要做器官移植手术的病人约有150万人,但是能够真正完成移植的只有大约1万人,而器官捐献不足是主要原因之一。由于供体和受体之间的巨大差额,许多病人在绝望的等待中渐渐死去。说起遗体捐赠,多少有点儿犯了中国人的忌讳,认为这会扰了逝者的安宁——这也是许多人不愿意捐赠器官的一个原因。但是,这种想法应该慢慢地被改变,人们应该去理解器官捐赠的意义。这样的话,将会有无数条生命因此而受惠。如果有一天,我将要面临死亡,那么我愿意捐赠出自己的遗体吗?在初次接触到器官捐赠这个观念的时候,我就这么问过自己,答案是愿意,所以我也去网上登记注册成为了一名器官捐献志愿者。自己死了,但是自己的一些器官却能在其他人的身体     

A Statewide Analysis of North Carolina Public Libraries and Their Response to the Opioid Epidemic

ABSTRACT

This study sought to investigate the opioid epidemic impact on North Carolina public libraries. Libraries in half of all 100 counties were chosen through a random, geographically systematic process, and structured interviews were completed with library directors. Twenty directors were interviewed, representing 28 counties. All reported their communities were affected; nine reported direct impacts on library function. Fifteen directors felt libraries should be involved in response; some felt Narcan administration was beyond library purview. Two libraries reported having Narcan available; five reported providing staff training. Given librarians’ willingness to respond, it is time to provide necessary support for those efforts.     

Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations

Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.